Hastings Cave and Thermal Springs
Focus Topic: Measuring the Cave Environment (7-10)
Introduction
The environment in deep caves is unlike anything in the
outside world. This unit is designed to introduce students to
a qualitative and quantitative examination of the biotic and
abiotic factors that make up the cave environment.
Students also learn about ways in which humans are
impacting on the cave, both inside and out, and the most
recent changes that are occurring in the cave environment.
It is recommended that students also include Focus Topics
Cave Development and Cave Biodiversity in their
program.
Summary of Cave Visit Program
Focus topic core
Assessment for
learning
Measuring the cave environment – Hastings Cave
Time
Some possible activities:
•
Measuring abiotic and
biotic factors
•
•
conducting a site
investigation
data collection and
reporting
•
•
•
•
Brainstorm and measure the factors that make up
the environment outside the cave.
Do a walking linear transect survey into the cave
with the Guide, measuring the abiotic factors in
the various zones.
Do a walking linear transect survey into the cave
with the Guide, measuring the biotic factors in
the various zones.
Collect evidence (e.g. digital photos) of human
impact on the environment.
Discuss the need for cave reserves.
Assess students’
ability to :
•
•
work as part
of a team to
conduct a site
visit
collect, record
and interpret
data
One-day
field trip
Topic Reference
Standard
Stages
Year level(s)
4–5
10–15
7–10
Curriculum areas
Science
1.
2.
3.
4.
Strand(s)
Scientific inquiry (SI)
Scientific communication(SC)
Science as a body of knowledge(SBK)
Energy and force(EF)
Students will understand how to record and communicate the results of a site
investigation. (SI, SC)
2. Students will understand the inter-relationship between the various components
of the cave environment. (SBK – EF)
3. Students will understand the effect of recent climatic changes and humans’ impact
on the cave environment. (SBK – EF)
1.
Understanding goals
Links to the Science Strands and Substrands
Strand/substrand
Science as a human
endeavour (SHE)
Scientific inquiry (SI)
Scientific
communication (SC)
Possible key questions
•
How does human activity affect the cave environment?
•
How do measured environmental factors change in the various zones of the cave?
How do we make qualitative and quantitative measurements and record them?
•
•
•
•
Energy and force
(EF)
•
•
How can we present qualitative and quantitative information and draw conclusions?
How can we communicate our findings in similar ways to scientists?
What are the energy inputs into the cave environment?
What natural cycles affect the cave environment?
What impacts can humans have on the availability of energy in the cave in the short term and
long term?
Suggested Topic Plan
Pre-visit
•
What makes up an environment – abiotic and biotic factors.
•
Review cycles in the environment – diurnal, annual and long-term climatic fluctuations.
•
Understand how weather changes and the importance of air pressure.
•
Understand qualitative and quantitative measuring.
•
How to read scales and use simple measuring equipment.
Hastings Cave
•
Visit to the Hastings Cave to conduct site investigation: measuring the cave abiotic factors, e.g.
temperature, humidity, substrates and light inside and outside the cave.
•
Review the various biotic influences on the cave e.g. human impacts.
•
Record ways the environment inside the cave is changing in various zones.
Post-visit follow-up
•
Discuss ways of presenting qualitative and quantitative information and drawing conclusions.
•
Compare the cave environment with other typical terrestrial environments.
•
Review human impact in the short term and long term, including inside and outside.
•
Undertake investigations.
•
Review why cave reserves are important, globally and in Tasmania.
•
Prepare presentation of work using multimedia (Facebook, PowerPoint, video, photos,
artwork and written reports).
Suggested Pre- and Post-visit Teaching Plan
Pre-visit
Optional learning opportunities
concepts/main ideas
•
Environmental
factors
•
•
Introduction to
components of
environment and
how they interact
Basic understanding
of weather and
climate
Time
1. Groups look at:
•
•
•
what makes up an ‘environment’; divide components into abiotic and biotic factors
various terrestrial environments; discuss how parts of environment interact
(review) cycles in the environment – diurnal, annual and long-term climatic fluctuations.
Assessment for learning
Assess students’
understanding of:
•
2. Weather and climate
•
•
Understand the difference between weather and climate.
Understand how weather changes and the importance of air pressure.
3. Each group chooses a method of sharing their information with the rest of the class and reports
back to the class (possibly as a PowerPoint or photo story).
2. Measuring the
environment
• Investigations into
abiotic and biotic
factors
Assessment and Teacher
Notes
1.Series of investigations into:
•
•
•
what we mean by qualitative and quantitative measuring
reading scales and using simple measuring equipment
what humidity is and how we measure it.
3.Optional: guest
Invite a guest speaker from Southern Tasmanian Caverneers (http://www.lmrs.com.au/stc/) ,
speaker – researcher Parks and Wildlife (http://www.parks.tas.gov.au/) or Forestry Tasmania (http://www.forestrytas.
com.au/) to come and talk about their work.
•
How cave
scientists work
•
•
Two x
climate, weather and air 50min
pressure
lessons
components of
environment and their
interaction
cave zonation
Assessment for
learning
Assess students’ skills in:
•
conducting laboratory
investigations
Assessment for
learning
Assess students’
understanding of:
•
the role of guide,
forester, scientist
One x
50min
lesson
One x
50min
lesson
Post-visit follow-up
Optional learning opportunities
1. Develop a multimedia (Facebook, PowerPoint, video, photos, artwork and written reports)
report on the environment of a cave, using graphical, pictorial and written evidence.
2. Review human impact in the short/long term, including inside and outside, on abiotic and biotic
factors.
1. Presentation
of environmental
report
Assessment and Teacher
Notes
Assessment for and of
learning
Assess students’ ability to:
•
3. Discuss long-term environmental changes, including predictions of possible change, in view of
changing world climate.
4. Discuss why cave reserves are important, globally and in Tasmania, and how global warming is
likely to affect them.
collect data that will
allow them to answer
the question they
posed.
•
communicate their
scientific information
•
undertake an
investigation
5. Undertake an individual investigation from Additional Activities.
Possible Web Resources
http://waitomocaves.com/newwebpages/EDlessons.htm
http://www.reec.nsw.edu.au/geo/cave/caves/textcave/10cavewb.htm (worksheet)
http://www.reec.nsw.edu.au/geo/cave/caves/textcave/3acavecl.htm (climates in caves)
http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Teachers/science_and_children/caves/index.html
(good American information on caves)
http://www.jenolancaves.org.au/jenolan_facts.php
(Jenolan Caves, NSW)
http://www.goodearthgraphics.com/virtcave/ (Virtual Cave – good selection of photos etc)
http://www.capricorncaves.com.au/pdf/schoolprogram.pdf (Capricorn Caves, Qld)
http://www.howecaverns.com/live-in-the-cave (Howe Caverns, USA, educational information)
http://www.marengocave.com/schools/cave_map.php (Marengo Cave, USA, G1-5 materials)
http://www.caves.org/committee/education/science_topics.htm#hydro (National Speleological Society, USA – lots of topics and useful links)
http://cavingintro.net/science.html (Provides many links to cave-related sites)
Time
Two x
50min
lessons